21 Steps to 1 to 1 Success

The Netbook ProjectBruce Dixon, Director ideaslab

Strategic Planning for Technology-rich Learning

Victorian Department of Education and Early Childhood Development

Step 1: ResearchStep 2: Clarify your vision for 1-to-1 learningStep 3: Engage your school board or parents and citizens associationStep 4: Plan a communication strategyStep 5: Conduct a detailed readiness assessment Step 6: Develop a project planStep 7: Prepare a detailed budgetStep 8: Select a preferred ownership and finance modelStep 9: Prepare teachers with their own laptopsStep 10: Develop a Professional Development Framework and prepare a Change

Management StrategyStep 11: Prepare physical learning spacesStep 12: Select software tools to fit pedagogical goalsStep 13: Explore supplier partnership opportunities and devicesStep 14: Calculate the total cost of participation in the programStep 15: Define essential policiesStep 16: Prepare responses to anticipated questionsStep 17: Establish onsite service structuresStep 18: Conduct parent and/or community sessionsStep 19: Order devices and prepare for deploymentStep 20: Distribute student laptopsStep 21: Review and reform

21 Steps to 21st Century Learning and 1 to 1 Success

There is a difference in how Generation Y are wired. They can grasp technology more quickly

and are able to effectively multi-task!

May 4, 2007Seeing No Progress, Some Schools Drop Laptops

Scores of the leased laptops break down each month, and every other morning, when the entire school has study hall, the network inevitably freezes because of the sheer number of students roaming the Internet instead of getting help from teachers.

So the Liverpool Central School District, just outside Syracuse, has decided to phase out laptops starting this fall, joining a handful of other schools around the country that adopted one-to-one computing programs and are now abandoning them as educationally empty — and worse.

“After seven years, there was literally no evidence it had any impact on student achievement — none,” said Mark Lawson, the school board president here in Liverpool

“Yet school officials here and in several other places said laptops got in the

way because they did not fit into lesson plans”

“a survey of district teachers and parents found that one-fifth of Matoaca students rarely or never used their laptops for learning..”

“I feel like I was ripped off,” said Richard Ferrante, explaining that his son, Peter,

used his laptop to become a master at the Super Mario Brothers video game.

“But it is less clear whether one-to-one computing has improved academic performance — as measured through standardized test scores and grades ..”

“If the goal is to get kids up to basic standard levels, then maybe laptops are

not the tool. But if the goal is to create the George Lucas and Steve Jobs of the

future, then laptops are extremely useful.”

“Let’s face it, math is for the most part still a paper-and-pencil activity

when you’re learning it,”

Step 1:part 2Global Snapshot: Context, imperatives

and background research

Digital lifestyle…multi-modal, multi-literate...continually connected..

21st Century Challenges

Communications as a leveler, collaboration as the glue.

Imperatives for a New Age of Education..

^Education

The Globalisation of EducationCaptioning, programming…

Embracing the whole, Individual child

The existing model is no

longer adequate

One view of globalisation..

• Globalization 1 (1492 to 1800) where the dynamic force was European countries projecting their power overseas for resources and imperial conquest.

• Globalization 2 (1800 to 2000) was about companies globalising for markets and resources.

• Globalization 3 from around 2000 - is about individuals and small groups collaborating.

OLPC, 2008

communications is the leveler, collaboration is

the glue.

Schools…International benchmarking, PISA, global campuses, virtual schools, language barrier lowering with captioning, online translation…schools as global enterprises.Students want… to be better informed about courses… ….access to course ware, podcasts, and videos….. …international experience and broader cultural understanding…..greater mobility as skilled workers in an increasingly knowledge-based economy…. greater competition for students and academics between countries and higher education institutions.OECD overseas students grew 70% from 2.3 million, ’98 to ’03

The Globalisation of Education

… Can Education Answer the Big Challenges for Our Future??

..the fight against drugs, and new communicable diseases?

…who will solve them?21st Century Challenges

We won’t solve them with 20th

Century thinking!

Climate Change? Population growth….Threatening our future…“We need new approaches to global problem-solving….Fast! About limits, the new world economy has no clue. Nor do most politicians and thinkers, trained by the prosperous second-part of the 20th Century to be overly market-trusting”

Jean-Francois Rischard 2007

How can we make it happen?

Sharing our Planet: issues involving the global commons• Dangerous climate change• Biodiversity and ecosystem losses• Fisheries depletion• Deforestation • Water deficits• Maritime safety and pollution

Sharing our Humanity: issues whose solution demands a global commitment

• Massive step-up in the fight against poverty • Peace-keeping, conflict prevention, combating terrorism• Education for all• Global infectious diseases • Digital divide• Natural disaster prevention and mitigation

Sharing our Rulebook: issues needing a global regulatory approach

• Reinventing taxation for the 21st century• Biotechnology rules• Global financial architecture• Illegal drugs• Trade, investment and competition rules• Intellectual property rights• E-commerce rules• International labor and migration rules

20 years, 20 issues

J.F. Rischard 2007

Where do our 21st Century Learners indulge their Digital Lifestyle?

Bransford, How People Learn, 2000

Multiple Web 2.0 communities

Virtual Worlds & simulations

“ Screenagers”

Social Networks The Economist viewpoint

Web 2.0: the “architecture of participation”

The web is now…• challenging traditional approaches to

how we learn.• challenging our assumptions about

classrooms and teaching.• challenging our assumptions about

knowledge, information and literacy.

What are the implications for your school?

Will Richardson, 2007

Distributed or collectivecognition

“Imagine a world in which every single

person is given free access to the sum

of all human knowledge.”

…almost 6.5 million articles, in some 250 languages by almost 6 million people*.

The unconnected classroom / learnerduring school time

occasional expert visits

teachers

schoolcommunity

occasional class

excursions

school library

mobiles, phones, fax machines, TV, video

snail mail

writers

Primary sources

experts

organisations

people’s experience

collective thinking

peers

original artefacts and documents

mobiles, phones, WAP, VOIP, PDAs, tablets, desktop, laptop, future technologies

MOO chat forum wikis blogs LMS CMS podcast data/tele/video conferencing messaging email & listservs video cast/streaming webcasts meeting tools web authoring

Secondary sources

websites

learning communities

all teachersUnis/Colleges

world libraries and museums

digital repositories

RSS feedsspeakers

any school

The connected learnerany where ~ any time ~ in time

common interest groupsnetworks

commercial companies

world news

collaborative projects

action learning groups

global groups

online learning

learning objects

world events

original photos,images, video, audio

original works

Carr 2006

http://www.xplane.com

If we can google it, should we teach it?

“The transformation of work requires much more than a mastery of a fixed curriculum inherited from past centuries.

Success in the slowly changing worlds of past centuries came from being able to do well what you were taught to do.

Success in the rapidly changing world of the future depends on being able to do well what you were not taught to do”

Vision for Education: Caperton & Papert

18

Learning will not take place only inside schools and colleges, but in communities, workplaces and families. The shift to thinking about learning beyond the classroom requires a shift in our thinking about the fundamental organizational unit of education…from the school, an institution where learning is organized, defined and contained……to the learner, an intelligent agent with the potential to learn from any and all of her encounters with the world around her.

Tom Bentley, DEMOS

a shift in focus..

the more powerful technology becomes the more indispensable good teachers are

that learners must construct their own meaning for deep understanding to occur

technology generates a glut of information but is not pedagogically wise

teachers must become pedagogical design experts, (leveraging) the power of technology

[Fullan, 1998]

The teacher in a contemporary classroom understands…

What have we learnt about technology and its role in learning, and therefore what expectations should you have leading a technology-rich learning environment ?

In too many of our schools..the technology emperor has had no clothes!

Edweek.org

•Technology-driven ideals

•Ill-defined expectations

•Trivializing teacher competence

•Access is a major issue….5:1, 4:1 are

just slightly better versions of the same thing!

• 59% < 59 minutes

We need to build a better understanding of the “Art of the Possible”

Basic ICT

PC

Labs

Classroom e-Learning

1:1 eLearning

Technology

Connectivity

Professional Development

Improved Learning Methods

Digital Curriculum

> 25:1

Broad, fast coverage (WiFi,

WiMAX)Lab instructor only

Student-centred learning

Complete digital curriculum

integration

~ 10:1Computers-on-wheels or

shared desktops

(~ 5:1)

Laptops (1:1)

Wireless in classroom

Dialup

More people,

deeper instruction

Most people,

thorough instructionProject-based learning

Group

collaboration

Some digital curriculum

integration

Focus on

learning PCs

Wired, lab only

eLearning Environments

Knowledge Acquisition

Knowledge Deepening

Knowledge Creation

A vision of learning built around a very powerful idea...

“More and more I was thinking of the computer not just as hardware and software but as a medium through which you could communicate important things. ….an instrument whose music is ideas.

The best thing a teacher can do is to set up the best conditions for each kid to learn. Once you have that, then the computer can help immeasurably. Conversely, just putting computers in the schools without creating a rich learning environment is useless -- worse than useless!”

http://www.honco.net/os/kay.html

..build equity not inequality!

Where will the funding come?

…every student with their own laptop..why not?

A one-to-one initiative A one-to-one initiative

A simple idea that just might

work!

Why is it important for each child to have a computer? What's wrong with community-access centers?“One does not think of community pencils—kids have their own. They are tools to think with, sufficiently inexpensive to be used for work and play, drawing, writing, and mathematics. A computer can be the same, but far more powerful. ….and these belongings will be well-maintained through love and care.”

Nicholas Negroponte 2005

How can we make it happen?

The drivers to 1 to 1… Equity-Narrows the Digital Divide? Economic-budget imperatives? Unlocks the possibility of personalised learning? Improves assessment alternatives? Provides opportunity for textbook replacement? Marketing-competitive advantage? Expanded pedagogical opportunities? Research on the impact on learning? Offers 21st Century Learning opportunities

-extends formal learning communities and expand global communication and collaboration, and develop creative expression

..offering more compelling learning experiences for all students.

What the research tells us…• Student attendance increases and students

are more motivated and more engaged (Russell, 2004, New Brunswick, 2004-06)

• Students write more, more often and better. (Silvernail, 2004, Warschauer, 2005)

• Overall improvement in test scores (New

Brunswick, 2004-06 +)

• Students engagement in critical thinking, problem-solving, and higher-order thinking on a task increased with 1-to-1 students; more willing to address/assess controversy within an assignment (Rockman, 1998)

• Increase in 21st century learning skills – including multimedia engagement, greater quality/quantity of writing, multiple/deeper investigation of information (Warschauer, 2005)

• Motivation, engagement, independent work, interaction, and class preparation/participation of students with disabilities improved (Harris, 2004)

• Access to a laptop for teachers and their students often forced a change in teachers’ level of risk and openness to learning (Rockman, 1997)

• As digital confidence grows, and teachers are more ambitious…

• More students are accessing more mathematics in deeper ways.• Students explore new dimensions of accessing new knowledge• Students are more engaged in in-depth research (Warschauer, 2004)

What the research also tells us…

• Teachers perceive that students exhibit a range of learning behaviors that are better because of the laptops (Silvernail, 2004)

• There is a greater level of effective delivery to students with special needs and individualized learning programs. (New Brunswick, 2004-06)

• There is a statistically significant change towards a constructivist teaching practice; teachers indicated the laptops were important in making these changes (Rockman, 2000)

• Teachers’ attitudes and beliefs significantly affect implementation and success (Penuel, 2005)

What the research tells also us…

• Baldwin (1999) documented effects on student behaviors at home such that students reported spending less time watching television and more time on homework.

• Substantially more time is spent on science and mathematics knowledge deepening in comparison to what has been found in studies that focus on non-1:1 laptop settings (Ravitz, Wong, & Becker, 1999; Russell, O’Brien,Bebell, & O’Dwyer, 2003).

What the research tells also us…

Step 2Building a Vision for 1-to-1 Learning:

the Foundation for Success

How do we become aware of our reality beyond our concepts…..

and then take time to reflect on what we see..

The challenge of Re-The challenge of Re-imagining…imagining…

‘Perspective is worth 80 IQ points.’

Alan Kay

“What does it take to shake people loose?...imagination deteriorates with experience ..we need radical re-imagining”.

Peter Senge 2007

Establishing the Environment Principles

11where learning is not dependent on time and place

33where instruction adapts to the needs of the individual student22where content, curriculum and tools are current and relevant

relevantcontinuous

adaptive

Philadelphia School of the Future

49

Fundamental change, or

incremental improvement;

the question is not so much which is right, but rather

why has there been so little

discussion about the question?

Where do you see your school?

Incremental improvement. Continual small changes to the way school might function to provide measurable improvement.

Fundamental change/transformation looks very different. It is not “tweaking” at the edges; this is not doubling the length of classes or developing cross-curricular programs. Rather than build on the successes of the past, fundamental change requires a complete rethinking of the nature of school and learning from the “ground up”.

Incremental Improvement Fundamental Change

1 2 3 4

Technology and Change

So technology can be used To sustain and support what we are already

doing (conservative use – does not lead to change)

To supplement and extend what we are doing (leads to improvement and reform)

To subvert and transform what we are doing (leads to transformation and innovation)

George Thomas Scharffenberger, 2004

“My goal in life is to find ways in

which children can use technology as

a constructive medium to do things

that they could not do before; to do

things at a level of complexity that

was not previously accessible to

children”

Prof. Seymour Papert 1998

Steps 3 to 5Sharing your vision-engaging school council,

Communication strategies & Assessing school readiness

Building Broad Community Support

Develop a Community communications strategy Staff & students Parents Broader business and civic community

Be specific and detailed about key issues

Set realistic expectations from the outset -underpromise and overdeliver

Be proactive and totally transparent at all times Educate and inform around all issues, ideas and

challenges Celebrate successes frequently and publicly

School Readiness

Consider….

•Technical Support

•Network Storage

•Connectivity

•Wireless Access

•Power Supply

•Security

•Physical Security

•Learning Environment

•Staff Readiness

•Parental Support

•Community Support

•Leadership Support

Steps 6 to 8Project Implementation, Budgeting

& Ownership models

Barwon South West Implementation Plan

• Initial Principal Briefing, 27th January, keynote address and workshops, Bruce Dixon

• 21 Steps to 1 to 1 Success 11th February• Teacher Professional Learning (attendance

expected)– Full Days 28th 29th and 30th January OR– Series of two after school sessions based in each

network

On-site support from Ultranet Coaches

• Presentations to staff• Parent Information Sessions• On-site coaching for teachers and students• Professional Learning Team Meetings• eLearning Planning• ePotential Follow-up

@edumail.vic.gov.au

macpherson.wendy.w bull.peter.pa mclean.richard.b

perry.simon.c stevens.david.j

Baseline Project Plan:

•What is a realistic, manageable timeline?

•How are the project tasks divided?

•How will change be managed?

•What are the project priorities?

•What is the communication strategy?

•What are the policies & procedures to be defined?

Baseline Project Plan

Establishing a Deployment Plan(timeline, milestones, tasks)

Implementation models.. variety of paths to take

a class a grade level a school

pilot vs. expanded program optional vs. mandatory across subjects or

grades? mixed classrooms or laptop-only classrooms determine best funding model

…above all, set yourself up for success!

Infrastructure planning…

constantly refer to your learning objectives designing your best environment

set a high bar for acceptable performance-a different order of magnitude: clear expectations.

prerequisite, preferred and optional integrate tightly into your implementation

schedule

Service and support management

Student helpers sustainable, replicable, scalable. who is responsible for support, and to what level?

what can be reasonably handled in-house vs outsourced

hardware…warranty, insurance software...helpdesk, outsourcing how is the support cost going to be covered?

To build a one-to-one program that is sustainable, replicable and scalable,

we need to…• Build a shared vision• Develop a coherent strategy to deliver

on those goals• Set clear expectations for everyone• Monitor effective execution

..and what are some funding options?

One-to-One Funding Equity

Core Principles• Funding should ensure all students can

participate• Everyone who benefits should make some

contribution• Funding should be structured to ensure it

can be sustained indefinitely• Laptop funding must be supported by a

commitment to professional development

A unique funding option…

Networked

Fluid

Participatory

P&C/Region/State

School

Family

Shared Cost Model

…that is sustainable, replicable and scalable.

Start with some assumptions….

Student laptop

$480

Bag $30

3 years insurance

Self-insured

Total Cost $550

Over 3 years $32/month

Software *

$40

A unique funding option…

Networked

Fluid

Participatory

P&C/Region State -24%- $4.17

School- 39%-$6.68

Family-37%$6.28

Shared Cost Model $17.12/month

…and this is sustainable, replicable and scalable…every child can benefit.